RESUMEN
Microneurosurgical techniques remain crucial for managing neurosurgical diseases, especially in low- and middle-income countries (LMICs) where other advanced treatment modalities are not available. The global distribution of these techniques is uneven due to disparities in infrastructure, equipment, and training. Medical professionals from LMICs face barriers in reaching training centers in high-income countries, as well as in accessing microsurgical techniques. To address these disparities in microsurgery training, we offer free and accessible microsurgery training model by combining the donations of microsurgery kits with a comprehensive support system that includes live-streamed, offline, and in-person assistance within LMICs.
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Países en Desarrollo , Microcirugia , Humanos , Microcirugia/educación , Microcirugia/métodos , Procedimientos Neuroquirúrgicos/educación , Procedimientos Neuroquirúrgicos/métodos , Competencia Clínica , Educación a Distancia/métodos , Neurocirugia/educaciónRESUMEN
As genomics technologies advance, there is a growing demand for computational biologists trained for genomics analysis but instructors face significant hurdles in providing formal training in computer programming, statistics, and genomics to biology students. Fully online learners represent a significant and growing community that can contribute to meet this need, but they are frequently excluded from valuable research opportunities which mostly do not offer the flexibility they need. To address these opportunity gaps, we developed an asynchronous course-based undergraduate research experience (CURE) for computational genomics specifically for fully online biology students. We generated custom learning materials and leveraged remotely accessible computational tools to address 2 novel research questions over 2 iterations of the genomics CURE, one testing bioinformatics approaches and one mining cancer genomics data. Here, we present how the instructional team distributed analysis needed to address these questions between students over a 7.5-week CURE and provided concurrent training in biology and statistics, computer programming, and professional development. Scores from identical learning assessments administered before and after completion of each CURE showed significant learning gains across biology and coding course objectives. Open-response progress reports were submitted weekly and identified self-reported adaptive coping strategies for challenges encountered throughout the course. Progress reports identified problems that could be resolved through collaboration with instructors and peers via messaging platforms and virtual meetings. We implemented asynchronous communication using the Slack messaging platform and an asynchronous journal club where students discussed relevant publications using the Perusall social annotation platform. The online genomics CURE resulted in unanticipated positive outcomes, including students voluntarily discussing plans to continue research after the course. These outcomes underscore the effectiveness of this genomics CURE for scientific training, recruitment and student-mentor relationships, and student successes. Asynchronous genomics CUREs can contribute to a more skilled, diverse, and inclusive workforce for the advancement of biomedical science.
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Biología Computacional , Genómica , Genómica/educación , Humanos , Biología Computacional/educación , Curriculum , Estudiantes , Universidades , Internet , Educación a Distancia/métodosRESUMEN
BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic triggered unprecedented disruptions to continuing professional development (CPD) activities, which are essential for healthcare professionals (HCPs) to stay abreast on best practices, current knowledge and emerging technologies, ultimately enhancing patient care. Audiologists encountered multiple challenges during the pandemic, necessitating adaptations and innovations in their CPD practices. While literature was published during the pandemic on shifting education systems to online platforms, little is known about its impact on the CPD of young audiologists working in the private sector. METHODS: A descriptive, qualitative research design was adopted to collect rich data from 11 audiologists using online semi-structured interviews which were thematically analysed using Braun and Clark's steps. RESULTS: COVID-19 brought about both positive adaptations and negative disruptions to the CPD activities of young audiologists. Eight major themes were identified in this study. These include (1) the adoption of online learning, (2) improved flexibility, (3) cost-effectiveness, (4) diverse learning opportunities, (5) keeping current, (6) isolation and networking, (7) limited interactivity and (8) uncertain quality assurance. CONCLUSION: The COVID-19 pandemic had a considerable influence on the CPD activities of young audiologists in the private sector. While presenting significant challenges, including disruptions to traditional learning modalities, the pandemic also catalysed innovation and adaptation within the profession.Contribution: This study highlights the resilience exhibited by young audiologists towards their CPD and also provides actionable insights for informing professional development initiatives, tailored to the evolving needs of audiologists in the post-COVID-19 era.
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COVID-19 , Educación a Distancia , Investigación Cualitativa , Humanos , COVID-19/epidemiología , COVID-19/prevención & control , Educación a Distancia/métodos , Masculino , Femenino , Adulto , SARS-CoV-2 , Pandemias , Entrevistas como AsuntoRESUMEN
During the COVID-19 pandemic, the online delivery model became the primary mode of education. With multiple pressures on society and families, mental health issues for parents have become particularly pronounced. Most of the current research has focused on the psychological state of education practitioners and children, with little attention to parents' mental health issues. Therefore, this study explored the attitudes and coping styles of parents who experienced the process of their children being taught online over a long period and the factors influencing their mental health. This cross-sectional study was conducted between November 2021 and January 2022, using an anonymous online questionnaire to survey 1500 parents with children aged 6-13 years. The Chinese versions of the Patient Health Questionnaire Depression Scale (PHQ-9), the Parenting Stress Scale (PSS), the General Mental Health Questionnaire (GHQ-12), and the Brief Coping Style Scale (SCSQ), and a related factors questionnaire were used to survey the subjects. The normal distribution of the data was examined using the Shapiro-Wilk method. A multivariate regression analysis was conducted to identify factors significantly associated with parental mental health during the COVID-19 pandemic. Only 30.24% of parents agreed with online classes during the pandemic, and 52.28% used positive coping methods during stressful situations. Multivariate regression models identified significant factors associated with parental mental health: parent's gender, child's grade level, perceived stress about online classes, whether the child has ADHD, positive or negative coping styles, and subjective attitudes of support for online classes or not. The results of the study suggest that as online classes become more socially acceptable, it is necessary to be concerned about the risk of mental illness for parents and develop policies and interventions, especially for parents who adopt negative coping styles and endorse online classes. The focus should be on the stress of online classes on parents, improving the acceptance of online classes and psychological well-being, regulating the way parents deal with their children, and targeting subgroups of children with ADHD symptoms during the COVID-19 pandemic.
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Adaptación Psicológica , COVID-19 , Educación a Distancia , Salud Mental , Padres , Humanos , COVID-19/psicología , COVID-19/epidemiología , Padres/psicología , Masculino , Femenino , Niño , Estudios Transversales , Adolescente , Educación a Distancia/métodos , Encuestas y Cuestionarios , Adulto , Pandemias , Estrés Psicológico/epidemiología , Estrés Psicológico/psicología , SARS-CoV-2 , Responsabilidad Parental/psicología , Actitud , Persona de Mediana EdadRESUMEN
OBJECTIVES: The coronavirus disease 2019 pandemic catalyzed a rapid shift toward remote learning in medicine. This study hypothesized that using videos on adverse events and patient safety event reporting systems could enhance education and motivation among healthcare professionals, leading to improved performance on quizzes compared with those exposed to standard, in-person lectures. METHODS: Participants were randomly assigned to a group both watching the video and attending an in-person lecture or a group that received only the in-person lecture in this study performed in 2022. Surveys gathered demographic information, tested knowledge, and identified barriers to reporting adverse events. RESULTS: A total of 83 unique participants responded to the survey out of the 130 students enrolled (64%; 83/130). Among the students completing all of the surveys, the group who watched the Osmosis video had a higher average quiz score (6.46/7) than the lecture group (6.31/7) following the first intervention. Only 25% of respondents agreed or strongly agreed that they knew what to include in a patient safety report and only 10% agreed or strongly agreed that they knew how to access the reporting system. CONCLUSIONS: This study suggests virtual preclass video learning can be a beneficial tool to complement traditional lecture-based learning in medical education. Further research is needed to determine the efficacy of long-term video interventions in adverse events.
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COVID-19 , Grabación en Video , Humanos , COVID-19/prevención & control , Femenino , Masculino , Seguridad del Paciente , Estudiantes de Medicina , Educación a Distancia/métodos , Educación de Pregrado en Medicina/métodos , Adulto , Evaluación Educacional/métodos , SARS-CoV-2 , Encuestas y Cuestionarios , Educación Médica/métodos , Errores Médicos/prevención & controlRESUMEN
BACKGROUND: Remote education emerged as an option during the COVID-19 pandemic; however, this modality continues to be used by various universities around the world in the postpandemic context. The aim of this study was to determine the mediating role of digital skills and mobile self-efficacy in the influence of stress on the academic engagement of Peruvian university students during remote teaching by COVID-19 using structural equation modeling (SEM). METHOD: This study involved 1,468 students from nine public and private universities in northern Peru who had undergraduate and graduate distance learning programs. RESULTS: The results showed that stress negatively influenced academic engagement (ß=-0.107*) and digital skills (ß=-0.328***). In addition, digital skills (ß = 0.470**) and mobile self-efficacy (ß = 0.684***) positively influence academic engagement. Similarly, digital skills mediate the relationship between stress and academic engagement (ß=-0.154**), and both variables act as sequential mediators in this relationship (ß=-0.348***). CONCLUSION: This study provides a deeper understanding of the factors that influence academic engagement during Remote education and lays the groundwork for the development of interventions and training programs tailored to hybrid learning contexts that promote the well-being and academic success of college students in postpandemic times.
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COVID-19 , Educación a Distancia , Autoeficacia , Estrés Psicológico , Estudiantes , Humanos , Perú , Estudiantes/psicología , Estudiantes/estadística & datos numéricos , COVID-19/psicología , COVID-19/epidemiología , Educación a Distancia/métodos , Masculino , Universidades , Femenino , Estrés Psicológico/psicología , Adulto Joven , Adulto , AdolescenteRESUMEN
BACKGROUND: In Ireland and internationally, small-group learning (SGL) has been shown to be an effective way of delivering continuing medical education (CME) and changing clinical practice. RESEARCH QUESTION: This study sought to determine the benefits and limitations, as reported by Irish GPs, of the change of CME-SGL from face-to-face to online learning during COVID. METHODS: GPs were invited to participate via email through their respective CME tutors. The first of three rounds of a survey using the Delphi method gathered demographic information and asked GPs about the benefits and/or limitations of learning online in their established small groups. Subsequent rounds obtained a consensus opinion. RESULTS: Eighty-eight GPs across Ireland agreed to participate. Response rates varied from 62.5% to 72% in different rounds. These GPs reported that attending their established CME-SGL groups allowed them to discuss the practical implications of applying guidelines in COVID care into practice (92.7% consensus), reviewing new local services and comparing their practice with others (94% consensus); helping them feel less isolated (98% consensus). They reported that online meetings were less social (60% consensus), and informal learning that occurs before and after meetings did not take place (70% consensus). GPs would not like online learning to replace face-to face-CME-SGL after COVID (89% consensus). CONCLUSION: GPs in established CME-SGL groups benefited from online learning as they could discuss how to adapt to rapidly changing guidelines while feeling supported and less isolated. They report that face-to-face meetings offer more opportunities for informal learning.
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COVID-19 , Técnica Delphi , Educación a Distancia , Educación Médica Continua , Médicos Generales , Humanos , COVID-19/epidemiología , Irlanda , Educación Médica Continua/métodos , Educación a Distancia/organización & administración , Educación a Distancia/métodos , Médicos Generales/educación , Masculino , Femenino , Pandemias , Persona de Mediana Edad , SARS-CoV-2 , Procesos de Grupo , Adulto , Actitud del Personal de SaludRESUMEN
BACKGROUND: The effectiveness of eLearning in enhancing healthcare professionals' capacity has received substantial attention globally. This review sought to synthesis evidence on the effectiveness of various types of eLearning programmes, and the facilitators and barriers to its use. METHODS: The review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Four main databases (PubMed, Web of Science, JSTOR, and Scopus) in July 2023 and 44 articles met the eligibility criteria and were included in the review. The JBI critical appraisal checklist was used to appraise the methodological quality of the studies. The data were examined using narrative review to determine the effectiveness of the intervention as well as the barriers and facilitators to its use. RESULTS: This review found that asynchronous, synchronous, blended, and self-learning methodologies are effective eLearning approaches for continuous professional development. Previous positive experiences, user-friendly interfaces and relevance of the eLearning content to daily practice are critical elements that facilitate eLearning usage. Poor computer competence and literacy, lack of personal computers and high family duties were the main personal factors that hindered eLearning use. Some systemic barriers included; heavy workloads, shortage of specialised eLearning facilitators poor management involvement, and technical inadequacies within the ICT departments. Environmental issues such as poor infrastructure, including limited internet and frequent power outages acted as barriers. CONCLUSION: The review highlights the effectiveness of various eLearning approaches among health professionals and presents the disparities between developing and developed economies in relation to the facilitators and barriers.
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Creación de Capacidad , Personal de Salud , Humanos , Personal de Salud/educación , Educación a Distancia/métodos , Educación a Distancia/organización & administración , Instrucción por Computador/métodosRESUMEN
BACKGROUND: Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation. OBJECTIVES: This study aimed to assess university nursing students' perceptions of a blended learning approach during the COVID-19 pandemic. METHOD: The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann-Whitney U tests with a significance level of p 0.05. RESULTS: Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ2 = 2.832, p = 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52). CONCLUSION: Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension.Contribution: The findings can help higher education institutions evaluate existing online management systems and guide nurse educators in meeting students' needs when developing module resources.
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COVID-19 , Educación a Distancia , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Sudáfrica , Femenino , Masculino , Educación a Distancia/métodos , Educación a Distancia/normas , COVID-19/psicología , COVID-19/enfermería , Encuestas y Cuestionarios , Adulto , Bachillerato en Enfermería/métodos , Bachillerato en Enfermería/normas , Bachillerato en Enfermería/estadística & datos numéricos , SARS-CoV-2 , Adulto Joven , PandemiasRESUMEN
Neck pain is among the most prevalent musculoskeletal disorders affecting the general population. During the 2019 coronavirus disease 2019 (COVID-19) pandemic, students have increasingly resorted to online learning, requiring prolonged use of electronic devices. This study aimed to investigate the prevalence of and factors influencing neck pain during online learning. The study employed a cross-sectional design. Eligible participants were nursing students who had been receiving online instruction for a duration exceeding 3 months. To develop the study instrument, the researchers integrated the study objectives with insights from an extensive literature review. This process culminated in the creation of a comprehensive online questionnaire designed to capture relevant data. The prevalence of neck pain among students was analyzed for both the pre-COVID-19 and during COVID-19 periods. The chi-square test was utilized to compare the occurrence of neck pain between these 2 periods, while binary logistic regression was employed to examine the association between various influencing factors and neck pain. This study revealed that out of the 426 students who participated in the study, 391 were female (91.8%) and 35 were male (8.2%). The prevalence of neck pain during online learning (62.7%) was significantly higher than before online learning (37.3%) (Pâ <â .05). A significant correlation was also found between neck pain and learning while lying on a bed or table, duration of use of electronic devices, and exercising habits (Pâ <â .05). The prevalence of neck pain among students has significantly increased during the COVID-19 pandemic. Future research should focus on evaluating the long-term impact of distance learning on undergraduate students. Additionally, it is imperative to develop and implement targeted intervention programs based on the identified influencing factors to mitigate the prevalence of neck pain and alleviate neck discomfort.
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COVID-19 , Educación a Distancia , Dolor de Cuello , Humanos , Dolor de Cuello/epidemiología , Femenino , Masculino , Prevalencia , Estudios Transversales , COVID-19/epidemiología , Educación a Distancia/métodos , Adulto Joven , Estudiantes de Enfermería/estadística & datos numéricos , Adulto , SARS-CoV-2 , Encuestas y CuestionariosRESUMEN
The research purpose is to evaluate the effectiveness of leadership in the process of distance learning from the perspective of the psychological theories of leadership, gender, and cross-cultural issues. The present research is based on such methods as surveys, testing, quantitative and qualitative analysis, and statistical data processing. The subjective (the experience of the respondents) and objective (machine calculation of clusters) assessments allowed the scholars to generate more arguments on leadership in the learning process. The sample consisted of 600 female and male students (300 from each sex, respectively) aged 18-20 years from Abu Dhabi University, American University in The Emirates, and the United Arab Emirates University. The research stated that the majority of students, regardless of gender, suppose that both sexes can develop similar leadership traits (80%). The research claims that female leaders have to be more dynamic and demonstrate higher intelligence (26% vs. 20%) and confidence (20% vs. 15%) than male leaders. Cultural and socio-demographic characteristics do not play a significant role in leadership development (10%). The main cause for the choice of a leader is behavioural and communication characteristics (50%) as well as personal qualities (35%). These results can be used for the online design of distance learning courses in universities (both group and individual), as well as for psychologists to study the aspect of individuals' predisposition to leadership. It makes sense for further research to explore the issue of differences in the perception of educational leadership in Asian and Western European countries based on the cross-cultural aspect, that is, the influence of national culture on the choice of leader in the educational environment.
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Educación a Distancia , Liderazgo , Humanos , Femenino , Masculino , Adolescente , Adulto Joven , Educación a Distancia/métodos , Factores Sexuales , Estudiantes/psicología , Universidades , Emiratos Árabes Unidos , Adulto , Encuestas y CuestionariosRESUMEN
Virtual classrooms have recently gained significant consideration in educational institutes and universities due to their potential to encourage and support students' learning activities. Although recent research has focused extensively on online learning, virtual classrooms and the factors affecting their continuous use have garnered little attention, especially in Arab Gulf countries such as Saudi Arabia. Thus, this study integrates the expectation confirmation model and the information systems success model to assess the factors affecting students' continuous intention to utilise virtual classrooms in higher education. We examined the effects of information quality, service quality, system quality, confirmation, perceived usefulness, and satisfaction on the continuous intention to utilise virtual classrooms. Data were collected from 441 students and analysed using structural equation modelling "SEM". SEM is a powerful multivariate approach used increasingly in empirical investigation for evaluating and testing casual relationships. The results revealed that the proposed model demonstrated high explanatory power in explaining students' continuous intention to utilise virtual classrooms (R2 = 0. 86). Additionally, information quality had a significant effect on confirmation and an insignificant effect on perceived usefulness. System quality affected perceived usefulness and confirmation. Contrary to our expectations, service quality had a significant negative effect on perceived usefulness and confirmation. Additionally, perceived usefulness and confirmation affected students' satisfaction with using virtual classrooms, and satisfaction affected students' continuous intention to utilise virtual classrooms. This study contributes to the literature by offering a holistic integrated model that increases the understanding of the factors influencing students' continuous intention to utilise virtual classrooms, hence aiding in increasing their utilisation. Furthermore, it provides practical implications for enhancing students' continuous intention to utilise virtual classrooms. Virtual classroom developers must focus on improving the system quality of virtual classrooms. According to our results, higher system quality led the students to perceive virtual classrooms as useful and confirmed their favourable experiences with virtual classrooms. Additionally, providing students with high information quality in virtual classrooms would enhance their confirmation experiences, leading to the continuous intention to utilise virtual classrooms.
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Intención , Estudiantes , Humanos , Masculino , Femenino , Estudiantes/psicología , Arabia Saudita , Adulto Joven , Sistemas de Información , Realidad Virtual , Educación a Distancia/métodos , Modelos Teóricos , Aprendizaje , UniversidadesRESUMEN
BACKGROUND: Caring profession students require skills and competencies to proficiently use information technologies for providing high-quality and effective care. However, there is a gap in exploring the perceptions and experiences of students in developing virtual care skills within online environments. OBJECTIVE: This study aims to better understand caring professional students' online learning experiences with developing virtual care skills and competencies. METHODS: A sequential explanatory mixed methods approach, integrating both a cross-sectional survey and individual interviews, was used to better understand caring professional students' online learning experiences with developing virtual care skills and competencies. RESULTS: A total of 93 survey and 9 interview participants were drawn from various faculties, including students from education, nursing, medicine, and allied health. These participants identified the barriers, facilitators, principles, and skills related to learning about and delivering virtual care, including teaching methods and educational technologies. CONCLUSIONS: This study contributes to the growing body of educational research on virtual care skills by offering student insights and suggestions for improved teaching and learning strategies in caring professions' programs.
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Competencia Clínica , Humanos , Estudios Transversales , Femenino , Masculino , Encuestas y Cuestionarios , Adulto , Estudiantes de Enfermería/psicología , Educación a Distancia/métodos , Investigación CualitativaRESUMEN
While studies have examined the effects of schools offering in-person learning during the pandemic, this study provides analysis of student enrollment decisions (remote versus in-person) in response to schools providing in-person learning opportunities. In Connecticut during the 2020-21 school year, we find that student take-up of in-person learning opportunities was low with students on average enrolled in-person for only half of the days offered, and take-up was even lower in schools with larger shares of disadvantaged students. The provision of in-person learning opportunities has been previously shown to mitigate pandemic learning losses. By exploiting data on actual enrollment, we show that the protective benefits of in-person learning are twice as large as previously estimated once we account for the low rates of student take-up. Finally, we provide evidence suggesting that a key mechanism behind the benefits of in-person learning is alleviating the burden faced by schools and teachers in delivering remote education. First, we show that the benefits to individual students of their in-person learning are substantially smaller than the overall benefits a student receives from their school average level of in-person enrollment. Second, we show that a combination of remote and in-person learning (hybrid) with a full-time on-line presence of students when at home was worse than hybrid learning with students never or only partially online. This second finding is consistent with qualitative evidence showing that teachers found hybrid learning especially challenging when having to manage both in-person and remote students for the entire class period.
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COVID-19 , Educación a Distancia , Pandemias , Instituciones Académicas , Estudiantes , Humanos , COVID-19/epidemiología , COVID-19/prevención & control , COVID-19/psicología , Estudiantes/psicología , Educación a Distancia/métodos , Pandemias/prevención & control , Connecticut/epidemiología , Aprendizaje , Adolescente , Femenino , Masculino , Niño , SARS-CoV-2RESUMEN
The value and methods of online learning have changed tremendously over the last 25 years. The goal of this paper is to review a quarter-century of experience with online learning by the author in the field of biomedical and health informatics, describing the learners served and the lessons learned. The author details the history of the decision to pursue online education in informatics, describing the approaches taken as educational technology evolved over time. A large number of learners have been served, and the online learning approach has been well-received, with many lessons learned to optimize the educational experience. Online education in biomedical and health informatics has provided a scalable and exemplary approach to learning in this field.
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Informática Médica , Humanos , Informática Médica/educación , Internet , Educación a Distancia/métodos , Historia del Siglo XX , Historia del Siglo XXI , AprendizajeRESUMEN
INTRODUCTION: Global education, particularly Continuing Medical Education (CME) for healthcare professionals, is quickly shifting online. This study assesses the opportunities and challenges of adopting online learning in radiology CME. It explores how radiologists and radiographers have adapted to this digital shift and the changing landscape of radiology education. The study also seeks to envision an innovative future for radiology education. METHODS: A descriptive cross-sectional survey was conducted among radiologists and radiographers working in radiology departments in the United Arab Emirates (UAE). The survey collected data on participant demographics, experiences with CME, sources of CME, and perceptions of online learning. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) software. RESULTS: The survey involved 65 radiologists and 215 radiographers. Findings indicated a significant shift from face-to-face to online CME activities, with 76.9% of radiologists and 70.7% of radiographers utilizing online resources for CME. Concerns about time management, technical issues, and expenses have emerged as challenges for online CME. Participants also highlighted the importance of free-of-charge CME and the value of active participation and anonymity in online discussions. CONCLUSION: Radiology professionals have rapidly adapted to the changing landscape of CME by embracing online learning. While this shift offers greater flexibility and accessibility, technology-related challenges and concerns over time management persist. The study suggests that the future of radiology CME may involve personalized, adaptive, and interactive learning experiences, emphasizing mental well-being and resilience. IMPLICATIONS FOR PRACTICE: Radiology professionals must embrace online CME for continuous skill enhancement, addressing technical challenges, fostering interactive learning environments, and ensuring accessibility to maintain high standards in patient care and medical advancements.
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Educación Médica Continua , Radiología , Humanos , Estudios Transversales , Emiratos Árabes Unidos , Radiología/educación , Femenino , Masculino , Encuestas y Cuestionarios , Adulto , Educación a Distancia/métodos , Persona de Mediana Edad , Radiólogos/educación , Actitud del Personal de SaludRESUMEN
AIM: Internationalization at Home (IaH) strategies play an important role in nursing curricula to enhance nursing students' cultural awareness in the globalized world. The Community of Inquiry (CoI) is a theoretical framework for the optimal design of online learning environments to support critical inquiry and discourse among students and teachers. To optimise nursing students' online cultural awareness learning experiences, it was timely to develop online IaH strategies based on a sound theoretical model. This study aimed to examine the effectiveness of CoI-guided online IaH strategies on enhancing the cultural awareness of nursing undergraduates who enrolled in a community nursing course. DESIGN: This was an interventional pre-test post-test study. METHOD: One hundred and six nursing undergraduates who enrolled in the course participated in the study. The online IaH strategies were developed focusing on the interactions of teaching presence, cognitive presence and social presence of CoI framework and they were integrated into the course. A previously validated Cultural Awareness Scale was adopted for pre-post evaluation. Higher scores indicate greater cultural awareness. RESULTS: The results showed that there was a significantly higher total score of cultural awareness of participating students at post-online IaH strategies. To be effective, aligning CoI-guided online IaH strategies with course content, pedagogy and assessment was shown to be significant. The inclusion of technological elements in related strategies was also critical to engage student learning. The positive change on the total score of cultural awareness suggested the effectiveness of the deployed strategies. In this ever-changing educational landscape, it may provide insights to educators regarding considering online IaH strategies with theoretical underpinning for curriculum planning and design.
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Curriculum , Bachillerato en Enfermería , Estudiantes de Enfermería , Humanos , Estudiantes de Enfermería/psicología , Femenino , Masculino , Bachillerato en Enfermería/métodos , Internacionalidad , Educación a Distancia/métodos , Concienciación , Adulto , Competencia Cultural/educación , Adulto JovenRESUMEN
During the coronavirus pandemic, face-to-face simulation education became impossible. Therefore, we aimed to develop remote-access simulation education with a sense of realism through Information and Communication Technology (ICT) using a perinatal whole-body management and delivery simulator. In September 2021, we administered a multi-center simultaneous remote simulation based on our developed model. Ten universities in the Chugoku-Shikoku region were connected via a web-conferencing system to a live broadcast of a virtual vaginal birth in which a fictional hospitalized pregnant woman experienced accelerated labor and gave birth through vacuum delivery for fetal distress. A Video on Demand (VOD) was made beforehand using a new simulator that allowed for a visual understanding of the process of the inter-vaginal examination. We provided a participatory program that enhanced the sense of realism by combining VOD and real-time lectures on each scenario, with two-way communication between participants and trainee doctors using a chat function. Most participants answered "satisfied" or "very satisfied" with the content, level of difficulty, and level of understanding. From November 2021, we have used the videos of all processes in face-to-face classes. Our construction of a high-flexibility education system using remote simulation in the field of obstetrics and gynecology, especially in the vaginal delivery module, is unique, creative, and sustainable.
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COVID-19 , Parto Obstétrico , Entrenamiento Simulado , Humanos , Femenino , Embarazo , Entrenamiento Simulado/métodos , Parto Obstétrico/métodos , Educación a Distancia/métodos , Obstetricia/educación , Educación Médica/métodos , SARS-CoV-2RESUMEN
Importance: Chronic absenteeism among kindergarten through grade 12 students has increased considerably after the COVID-19 pandemic. Objective: To examine the association between virtual learning during the 2020-2021 school year and chronic absenteeism during the 2021-2022 school year at the school district level. Design, Setting, and Participants: This cross-sectional study used a panel of 11â¯017 school districts throughout the US comprising kindergarten through grade 12 for the 2018-2019 and 2021-2022 school years. Exposures: The key covariates were the percentage of hybrid and virtual school days in the previous school year, with an assumption that these values in the 2018-2019 school year were zero. Main Outcome and Measures: Chronic absenteeism rates at the district level, which were regressed on the percentage of school days in a learning mode in the previous school year, demographic characteristic and socioeconomic status controls, plus district and year fixed effects. Observations were weighted by district enrollment, and SEs were clustered at the district level. Results: The dataset includes 11â¯017 school districts for 2 years and 22â¯034 observations. Chronic absenteeism rates increased by 13.5 percentage points, from a mean (SD) of 15.9% (8.1%) in the 2018-2019 school year to 29.4% (13.2%) in the 2021-2022 school year. Students whose schools had 100% virtual instruction during the COVID-19 pandemic had chronic absenteeism rates that were 6.9 percentage points (95% CI, 4.8-8.9 percentage points) higher than those that were 100% in person. Hybrid instruction was not associated with increased absenteeism. The association between virtual learning and chronic absenteeism varied by socioeconomic status, with the conditional correlation much larger for at-risk students; chronic absenteeism rates were 10.6 percentage points (95% CI, 7.2-14.1 percentage points) higher among students with 100% of days in virtual learning from districts in the top quintile of poverty rates compared with 100% in-persion districts. Conclusions and Relevance: In this cross-sectional study, chronic absenteeism rates were substantially higher in school districts that used virtual learning during the COVID-19 pandemic compared with in person. Understanding how to reduce chronic absenteeism and use virtual learning without potentially negative consequences are key policy questions moving forward.
Asunto(s)
Absentismo , COVID-19 , Educación a Distancia , Pandemias , SARS-CoV-2 , Instituciones Académicas , Humanos , COVID-19/epidemiología , Estudios Transversales , Niño , Masculino , Femenino , Educación a Distancia/métodos , Preescolar , Adolescente , Estados Unidos/epidemiología , Estudiantes/estadística & datos numéricos , Betacoronavirus , Neumonía Viral/epidemiología , Infecciones por Coronavirus/epidemiologíaRESUMEN
Current medical education and clinical practice has led to a need for advanced faculty development for medical teachers to effectively play the role of educators, researchers and administrators. There is large variability in the teaching programmes across countries, which range from a one-time activity to regularly scheduled workshops and seminars, to a highly advanced course spanning a few months to a year. Several healthcare institutes around the world offer faculty training programmes in health professions education, where the curriculum varies in design as they are developed and implemented by their own institutional body or education unit. Following a discussion of arena blended connected (ABC) learning design during a faculty training programme (Postgraduate Diploma in Health Professions Education) and the subsequent move towards an online approach to education due to the pandemic in 2019, the advisory faculty and students started to envision designing the already existing Postgraduate Diploma in Health Professions Education curriculum along the ABC model favouring blended and outcome-based education. Criteria were set for each topic with clearly defined learning levels to be implemented and the frequency of implementation. We describe the design and development of a curriculum for faculty development of health professions education using the ABC model.